اثربخشي آموزش هوش موفق بر حل مسئله اجتماعي دانش‌آموزان دوره ابتدايي

Effectiveness of Successful Intelligence Education on Social Solving Problem Elementary School Students

ﻣﻘﺪﻣﻪ: داﻧﺶآﻣﻮزان در ﻣﺪرﺳﻪ دﭼﺎر ﭼﺎﻟﺶﻫﺎي زﯾﺎدي در ﺗﻌﺎﻣﻼت اﺟﺘﻤـﺎﻋﯽ ﻣـﯽ ﺷـﻮﻧﺪ ﮐـﻪ ﺑﺮاي رﻓﻊ آنﻫﺎ ﻧﯿﺎز ﺑﻪ ﺗﻮاﻧﺎﯾﯽ ﺣﻞ ﻣﺴـﺌﻠﻪ اﺟﺘﻤـﺎﻋﯽ دارﻧـﺪ. ﻫـﺪف از ﭘـﮋوﻫﺶ ﺣﺎﺿـﺮ ﺗﻌﯿـﯿﻦ اﺛﺮﺑﺨﺸﯽ آﻣﻮزش ﻫﻮش ﻣﻮﻓﻖ ﺑـﺮ ﺣـﻞ ﻣﺴـﺌﻠﻪ اﺟﺘﻤـﺎﻋﯽ ﺑـﺎ ﮐﻨﺘـﺮل اﺛـﺮ ﻫـﻮش ﻫﯿﺠـﺎﻧﯽ در داﻧﺶآﻣﻮزان دوره اﺑﺘﺪاﯾﯽ ﺑﻮد. روش: ﭘﮋوﻫﺶ از ﻧﻮع ﻧﯿﻤﻪ آزﻣﺎﯾﺸﯽ ﭘﯿﺶ آزﻣـﻮن ﭘـﺲ آزﻣـﻮن ﺑـﺎ ﮔـﺮوه ﮐﻨﺘـﺮل و ﻣﺮﺣﻠـﻪ ﭘﯿﮕﯿﺮي ﺑﻮد. ﺟﺎﻣﻌﻪ آﻣﺎري ﮐﻠﯿﻪ داﻧﺶآﻣﻮزان دﺧﺘﺮ ﭘﺎﯾﻪ ﭘـﻨﺠﻢ اﺑﺘـﺪاﯾﯽ ﺷـﻬﺮ ﺗﻬـﺮان در ﺳـﺎل ﺗﺤﺼﯿﻠﯽ 1397-98 ﺑﻮد. ﺑﺎ روش ﻧﻤﻮﻧﻪﮔﯿﺮي در دﺳﺘﺮس دو ﮐﻼس 30 ﻧﻔﺮه اﻧﺘﺨﺎب ﺷﺪه و ﺑﻪ ﺻــﻮرت ﺗﺼــﺎدﻓﯽ در دو ﮔــﺮوه آزﻣــﺎﯾﺶ و ﮐﻨﺘــﺮل ﻗــﺮار داده ﺷــﺪﻧﺪ. در اﯾــﻦ ﭘــﮋوﻫﺶ از ﭘﺮﺳﺸﻨﺎﻣﻪﻫﺎي ﺣﻞ ﻣﺴﺌﻠﻪ اﺟﺘﻤﺎﻋﯽ )دروزﯾﻼ و ﻫﻤﮑﺎران، 2002( و ﻫﻮش ﻫﯿﺠﺎﻧﯽ ﺻـﻔﺖ ﻓـﺮم ﮐﻮدﮐﺎن )ﻣﺎوروﻟﯽ و ﻫﻤﮑﺎران، 2008( اﺳﺘﻔﺎده ﺷﺪ. داﻧﺶآﻣﻮزان ﮔـﺮوه آزﻣـﺎﯾﺶ ﺑـﻪ ﻣـﺪت 22 ﺟﻠﺴﻪ 45 دﻗﯿﻘﻪاي ﺑﺮﻧﺎﻣﻪ آﻣـﻮزش ﻫـﻮش ﻣﻮﻓـﻖ )اﺳـﺘﺒﺮگ و ﮔﺮﯾﮕﻮرﻧﮑـﻮ ،2011( را درﯾﺎﻓـﺖ ﻧﻤﻮدﻧﺪ. دادهﻫﺎ ﺑﺎ اﺳﺘﻔﺎده از آزﻣﻮن ﺗﺤﻠﯿﻞ ﮐﻮوارﯾﺎﻧﺲ ﺗﺠﺰﯾﻪ و ﺗﺤﻠﯿﻞ ﺷﺪﻧﺪ. ﯾﺎﻓﺘﻪ: ﺗﺤﻠﯿﻞ ﮐﻮوارﯾﺎﻧﺲ ﺑﻌﺪ از ﮐﻨﺘﺮل اﺛﺮ ﻫﻮش ﻫﯿﺠﺎﻧﯽ ﺑﺮ ﺣـﻞ ﻣﺴـﺌﻠﻪ اﺟﺘﻤـﺎﻋﯽ ﻧﺸـﺎن داد ﮐﻪ ﺗﻔﺎوت ﻣﻌﻨـﯽ داري ﺑـﯿﻦ دو ﮔـﺮوه ﭘـﺲ از ﻣﺪاﺧﻠـﻪ در ﺣـﻞ ﻣﺴـﺌﻠﻪ اﺟﺘﻤـﺎﻋﯽ وﺟـﻮد داردp≤0/05 ﻫﻤﭽﻨﯿﻦ در ﭘﺲ آزﻣﻮن و ﭘﯿﮕﯿﺮي اﺛﺮﺑﺨﺸـﯽ ﺑﺮﻧﺎﻣـﻪ ﻫـﻮش ﻣﻮﻓـﻖ ﺑـﺮ ﺣـﻞ ﻣﺴﺌﻠﻪ اﺟﺘﻤﺎﻋﯽ ﻣﻌﻨﯽدار ﺑﻮد p≤0/05ﻧﺘﯿﺠﻪ ﮔﯿﺮي: ﻣﻄﺎﺑﻖ ﯾﺎﻓﺘﻪﻫﺎي اﯾﻦ ﭘﮋوﻫﺶ ﻣﯽﺗﻮان از آﻣﻮزش ﻫﻮش ﻣﻮﻓﻖ ﺑﺮاي اﻓﺰاﯾﺶ ﺣـﻞ ﻣﺴﺌﻠﻪ اﺟﺘﻤﺎﻋﯽ اﺳﺘﻔﺎده ﮐﺮد و ﻧﺘﺎﯾﺞ ﺑﺴﯿﺎر ارزﺷﻤﻨﺪ اﯾﻦ ﺑﺮﻧﺎﻣﻪ آﻣﻮزﺷﯽ را در زﻧﺪﮔﯽ ﺗﺤﺼﯿﻠﯽ و غير تحصيلي دانش آموزان مشاهده نمود

Introduction: Students at school face many challenges in social interactions that require the ability to solve social problems to solve them. The aim of this study was to determine the effectiveness of succesfull intelligence training on solving social problems by controlling the effect of emotional intelligence on Elementary students. Methods: It was a half_experimental pre_test, post_test research with the Control group and follow-up stage. The statistical population was all fifth grade female students in Tehran in the 97_98th academic year. Two available classes of 30 students were selected by available sampling method. They were randomly divided into experimental and control groups. In this study, questionnaires of social problem solving and emotional intelligence of children were used.The students in the experimental group received the Steinberg Success Intelligence Training Program for 22 sessions of 45 minutes. Data were analyzed using analysis of covariance. Results: Analysis of covariance after controlling the effect of emotional intelligence on social problem solving showed that There is a significant difference between the two groups after intervention in solving social problems (p ≤0.05). Also, in the post-test and follow-up, the effectiveness of a successful intelligence program on solving social problems was significant(p ≤0.05). Conclusion: According to the findings of this study, successful intelligence training can be used to increase social problem solving and see the very valuable results of this educational program in the academic and non-academic life of the students.